S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabio

Annamaria Di Fabio

SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD

Guidance and career counseling for the promotion

of scientific talents

Florence (Italy), October 21-22, 2013ACARISS

PROMOTION OF SCIENTIFIC TALENTS

• Numerous educational initiatives designed to enhance the preparation of youth in scientific areas specifically for middle and high school students

to encourage their interest and learning in scientific disciplines aiming to increase the number of students in the pipeline to STEM (Science, Technology, Engineering, Mathematics) careers (Brody, 2001; Chan et al., 2010)


• Gifted students learn best with more active , engaged approaches to learning: furthermore the value of direct interactions with practicing scientists as mentors and

role models is stressed (Chan et al., 2010)

• Attention to the needs of gifted students because these students have a greater potential to achieve in science (Neber & Marlene Schommer-Aikins, 2002; Preckel,

Goetz, Pekrun, Kleine, 2008)


• Science enrichment programs could include (Chan et al., 2010):

inquiry-based learning(Bybee et al., 2006; Dewey, 1933;

Huber & Moore, 2001; Rapporto Rocard, 2007)

scaffolding(Bruner, 1986)

cognitive apprenticeship (Ormrod, 2006)


learners may acquire new knowledge through formulating (and testing) new hypotheses in order to solve problems � construct their own new perspectives and knowledge � self-generated (and self-regulated) inquiry motivates learners to need, or want, to know (Lim, 2001)

Positive effects (Chan, 2006): � scientific concept difficulty levels,� marked increases in (and deeper levels of) higher order thinking� an increasing interest in careers in science and engineering

inquiry-based learning(Bybee et al., 2006; Dewey, 1933;

Huber & Moore, 2001; Rapporto Rocard, 2007)


when learners are being asked to solve nontrivial problems, an instructor (providing scaffolding as a more capable, knowledgeable peer) can provide instructional aids to detect and utilize the most salient, available information, when working toward reaching the most accurate conclusions and desired outcomes

Positive evidence for the impact upon � reasoning� self-regulative thinking� process-based approaches

for learning science with the use of learning tools and gifted children’s rapid learning

scaffolding(Bruner, 1986)


a teacher and a student (or a group of a small number of students) work together in a mentor–mentee relationship in order to accomplish a challenging task or to solve a difficult nontrivial problem � students may learn how to complete a task and how to think about a task

It has the features of modeling , coaching , scaffolding , articulation , reflection , increasing complexity and diversity of tasks, and exploration

It serves as a viable tool for effective science teaching and learning

cognitive apprenticeship (Ormrod, 2006)


• Science enrichment programs could increase science knowledge and mastery in groups of:

• general students (Bazler et al., 1993; Houtz, 1995; Di Fabio, Raschi, Sebastiani, Ugolini, & Palazzeschi, 2012; Quintanillaa & Thomas Packardb, 2013; Stake & Mares, 2005)

• female students (Marchanda & Taasoobshiraz, 2013)

• gifted students (Heller, 2013; Stakes & Mares, 2001)


• Important elements in encouraging students to aim for mathematical and scientific careers (Brody, 2001)

− Solid preparation from an early age in maths and science content - Experience with hands-on content -� Awareness of the utility of school-based learning in the workplace -� Exposure to role models and mentors who work in these fields -� Access to peers who share these interests- Family variables (education of parents, careers of parents, support for students interests, etc.) - Affective and personality traits (investigative and theoretical interests, assertiveness, motivation, etc.)


• Because science attitudes are related to long-term science achievement (Kind, Jones, & Barmby, 2007; Krappa & Prenzel, 2011), the increase of positive science attitudes is important

for promoting successful science careers

RESEARCH FOR THE PROMOTION OF SCIENTIFIC TALENTS

• Research (Hofmann & Seidel, 2003) has found that students who have stronger and more persistent science interest and involvement have had

(a) parents with more education

(b) confidence in their abilities

(c) strong family encouragement and family

members interested and involved in science

(a) a network of friends interested in science

(b) support and positive advice from teachers

(c) positive attitudes toward their science teachers

(d) same-sex teacher models


For the development of high science interest and confidence , it appears advantageous to be a boy who has • well-educated parents• general self-confidence• encouragement from family, peers, and teachers• teachers who are positive role models (Stake & Mares, 2001)


• But a sequence of science enrichment experiences

foster a positive science orientation (Stake & Mares, 2001)

Students

Parents

Teachers

Schools

• Science enrichment programs andeducation initiatives to attract students to careers in scientific domains may involve (Chan et al., 2010; Stake & Mares, 2001)

• Di Fabio (in press) Differentiated levels of interventions that involve students, parents, teachers, schools and the community

Students Parents

Teachers

Schools

Community


� Differentiate intervention on (Di Fabio, in press, Di Fabio, 2013; Van Esbroeck, 2011):

students :

parents :

teachers :

schools :

community :

guidance and career counseling intervention (in a continuum from science enrichment programs to specific career counseling intervention for promoting the awareness of scientific talents)

training to become able to recognize and facilitate the talents of their sons and daughters (metaphor of the detective, Di Fabio, 2013, in press)

training to become able to recognize and facilitate the talents of their students and using a guidance didactics

more responsibility for guidance of students for promoting talents and particularly scientific talents

more responsibility of all the actors in this guidance process and promotion of a guidance culture for promoting talents and particularly scientific talents

� Innovative taxonomy:differentiated kind of intervention for career and life construction(Guichard, 2013)

1. Information

These differentiated kind of interventions are placed along a continuum but they do not exclude each other (Di Fabio, in press)

2. Guidance

3. Dialogue

Information about scientific career paths to:- students- parents - teachers

1. Information interventions for promoting scientific tale nts

Privileged witnesses of scientific careers � in particular for

reducing gender stereotypes privileged witnesses

of scientific careers

Schools and the community have to take care to provide and disseminate information

about scientific career paths and to reduce stereotypes

2. Guidance interventions for promoting scientific tal ents

� For students :

� For parents :

� For teachers :

• Science enrichment programs (Inquiry based learning)• Guidance interventions on career choice processes• Guidance didactics for promoting awareness and scientific talents• Intervention for reducing gender stereotypes

• Training to become able to recognize and facilitate the scientific talents of their sons and daughters (metaphor of the detective, Di Fabio, 2013, in press)

• Intervention for reducing gender stereotypes in parents

• Training to become able to recognize and facilitate the talents of their students

• Training to use guidance didactics• Intervention for reducing gender stereotypes in teachers

3. Dialogue interventions for promoting scientific tal ents

individual and group career counseling interventions for career and life construction for promoting the awareness of one’s own talents including

scientific talents

ABOUT THE WORLD OF WORK IN THE 21st CENTURY

STEM careers are very important

In the context of postmodern globalization ,

characterized by major developments in economics and

information technology

ABOUT THE WORLD OF WORK IN THE 21st CENTURY

21st centuryThe postmodern era poses challenges related to (Savickas et al., 2009):� economical changes and globalization� instable work world

occupational prospects seem far less predictable, with jobtransitions more frequent

and difficult.

Career belongs to the person not the organization

(Duarte, 2004)

FOR WORKERS OF 21st CENTURY

21st century

Requirements :

� Life-long learning� Use of new technologies� Flexibility� Maintenance of employability� Creation of own opportunities� Career adaptability

A new paradigm: life designing

A NEW THEORETICAL FRAMEWORK IN GUIDANCE

Self-constructing theory(Guichard, 2005)

“What should give meaning to my life?”

Theory does not focus on career construction – its scope is more general

Career construction theory(Savickas, 2005)

“What is the meaning of my professional career in my life?”

Theory highlights modalities by which the individual constructs his/her career

“Seeking to unify the present through a reorganization of the past”

(Guichard, 2010) “Seeking to unify the present through the development of future possibilities”

(Guichard, 2010)

NARRATABILITY

AIMS OF LIFE DESIGN INTERVENTIONS(Savickas, 2011)

ACTIVITY

CAREER ADAPTABILITY

�Concern�Control�Curiosity�Confidence

INTENTIONALITY

BIOGRAPHICITY

Savickas (2006)

“We’re both the painter and the painting … We form and construct ourselves and career is a bridge to society, to participate in the community.”

AIMS OF VOCATIONAL GUIDANCE IN THE 21st CENTURY

VOCATIONAL GUIDANCEVOCATIONAL GUIDANCE is seen as a“DISCIPLINE of CHANGE”

Also against gender stereotypes

in career paths

CAREER COUNSELOR is seen as a

““CHANGE AGENTCHANGE AGENT””

GUIDANCE AND CAREER COUNSELING FOR THE PROMOTION OF SCIENTIFIC TALENTS

• Differential gender-relatedexpectations of parents and teachers of gifted students (Heller & Perleth, 2005)

SCIENCE GENDER GAP

• In the literature gender differences emerged in relation to the interest for scientific subjects, with males more interested in science than females (Gouthier, Manzolis, & Ramani, 2008; Stake & Nickens, 2005; Stevens, Wang, Olivarez, & Hamman, 2007)

• Since the 1970s there was a focus on barriers that might be holding females back from aspiring to careers in STEM (Science, Technology, Engineering, Mathematics) fields, and concern about the underrepresentation of females and minority groups in scientific fields continues today (Brody, 2001; Llumoka, 2012)

SCIENCE GENDER GAP

• Gender differences in scientific career paths can b e due to gender stereotypes (Marchanda & Taasoobshiraz, 2013)

- Women are still underrepresented in science and technology like physics, information communications technology (ICT), and engineering (Xie & Reider, 2013; (National Research Council, 2011; Yazilitas, Svensson, & de Vries, 2013).

- High employment numbers in sectors such as (OECD 2006, 2011, EURYDICE 2011):� domestic work� education (teachers and trainers)� medicine � biology� health services� pharmaceutical companies �arts and humanities

SCIENCE GENDER GAP

• Global Gender Gap Report (2011)

• European Commission (2011)

• Empowering girls and women and leveraging their talent and leadership fully in the global economy, politics, and society are fundamental elements of the new models required to succeed in today's challenging world of work

• Facing a significant gender gap especially in STEM

SCIENCE GENDER GAP

• Factors that directly or indirectly affect the career choice of young women (Dimitriadi, 2013)

turn girls towards careers considered more “convenient” for family, less demanding, and which require fewer educational prerequisites

when the family unit supports financially, emotionally, and socially the woman, the career choice made was much more based on girls’skills, interests, and abilities and much less on workplace readiness

� The family unit and particularly the background , education and experiences of the parental figure most influential in the family

SCIENCE GENDER GAP

• Factors that directly or indirectly affect the career choice of young women (Dimitriadi, 2013)

through the classroom stereotypes, barriers, identity and mentality of gender differences regarding gender roles in family and society are constructed and deconstructed, influencing career choices

education should enable the youth in making an informed choice based on knowledge, information, interests, and understanding of one's skills

�The school and particularly the science teachers

� the gender stereotypes sustained and propagated through the media (internet, films, TV, and magazines)

Pay attention to

FACTORS AFFECTING SCIENCE GENDER GAP (Dimitriadi, 2013; Ehrmann, 2007)

- The role of women in modern society and the pre-existing prejudices create glass ceilings

- Science is stereotyped as a male domain(OECD 2006, 2011, EURYDICE 2011):

information places young women in a difficult position of making a career choice, with little knowledge of available possibilities

Lack of

girls continue to feel that science is not “their

space” and they make different educational and

professional choices from boys

some girls believe that a science

career is incompatible with

having a family and a balanced personal life

good role models offer a glimpse into the reality of being a female employed in the field of science and/or technology

ROLE MODELS (Dimitriadi, 2013)


IN RELATION TO GENDER

� Role models are an important factor in elevating a young person’s aspirations� Increasing exposure to role models in a variety of professions can assist female students in making career choices (Quimby & DeSantis, 2006)

� Women are not introduced by teachers to role models with successful maths and/or science careers � many pupils hold gender stereotype attitudes towards a range of occupations, associating certain characteristics with a particular gender (for example, women are more caring, better at talking to people, etc.; men are stronger, fitter, and more technical and practical)



� Young girls usually lack knowledge of − the specific characteristics of occupations, especially nontraditional ones− the requirements to study them− the available career paths, time-frame and career advancement options

• Supplying to that should be the essence of career counseling

• But this is not always available or accessible to young girls

ROLE MODELS (Dimitriadi, 2013)

PROMOTION OF SCIENTIFIC TALENTS IN RELATION TO GENDER

• Many enrichment programs and curricular initiatives enhance the science achievement and attitudes of both girls and boys � importance of inquiry-based learning (Di Fabio, in press; Di Fabio et al., 2012; Sesen & Tarhan, 2013)

Longitudinal study : students who actively performed their own science experiments

learned more than those who did not

Other comparisons of hands-on versus more

passive learning paradigms support active

learning for enhancingscience achievement

Girls may benefit from opportunities to use science tools and equipmentbecause they have less experience

than boys in science-related activities outside the classroom

Girls learn best through engaged learning activities that promotes student participation in a supportive environment

For girls science role models, close mentoring, and detailed science career information are important for the promotion of science interest and achievement


Science enrichment programs are meaningful for girls

(Stake & Mares, 2001)


Guidance and counseling are meaningful for STEM careers

(Di Fabio, in press)


IN RELATION TO GENDER• Use of a new definition of achievement through career counse ling: recognition and enhancement of expression of talents and of individual’s values and right to choice

recognize the validity of multiple outlets for achievement desires and support to clients to find a comfortable balance of achievement across a

range of life roles (Di Fabio, in press; Guichard, 2009)


IN RELATION TO GENDER1. Need to restructure career counseling interventions (Di Fabio, in press; Savickas, 2011; Guichard,

2009, 2013 ; Guichard & Di Fabio, 2010):

� young women encouraged “to think outside the box” (Savickas, 2011), about what is important to them and about possibilities of combining what they value with a meaningful career

encourage women to explore how their abilities, talents, values, and attributes can best be realized and in which life roles

provide support for females to continue in STEM fields so that career options will not be prematurely and unnecessarily restricted

Career counselorsneed to



• Teachers as well as career counselors need to carefully scrutinize their own biases, beliefs and expectations toward girls and women

• such that in this self-examination process teachers and career counselors can come to fully respect the capabilities of bright young women as well as to support their aspirations in career choice (Di Fabio, in press)



• The challenge for all society, and particularly for career counselors

provide an environment that is supportive of women and girls as

well as men and boys , allowing them to develop to their full potential as equally valued and contributing

members of society (Di Fabio, in press; Savickas, 2011)

FUTURE PERSPECTIVES

for • community

• schools• teachers • parents• students

• adult educators

along with curricula reform and a new preventive perspective

(Di Fabio, in press; Kenny & Di Fabio, 2009; Kenny & Hage, 2009)

as part of institutional change (Karpodini-Dimitriadi 2008)

Awareness

Sensitivity

Training

Enhancing

FUTURE PERSPECTIVES

� A gender-inclusive approach is needed to include men as well as women in the discussion

� Curricula reforms have to be taken (Dimitriadi, 2013)

� Monitor gender equality

� Create a culture of success for women in STEM (Wachter 2008)

FUTURE PERSPECTIVES

1) Scaling to reach a wider audience :

2) Building stronger ties with school education :

3) Involvement of educational researchers and experts

Future enhancement (Chan et al., 2010; Di Fabio, in press)

workshops, seminars, and demonstrations concerned with selected topics in science methodology � more gifted students come into contact with scientific research studies

bridge the gap between school science education and higher education � student participants can be encouraged with presentations of these previous students’ progress (and/or results) in their own schools or in other schools.

in collecting and analyzing data , and providing new evidence regarding participants’ learning � evaluate ongoing program effectiveness and suggest strategies for improvement

4) Evaluation of intervention effectiveness

using pre and post-experimental design with control group

FUTURE PERSPECTIVES

• The choice of career is a lifelong process that demands an accurate and an in depth perception of ability, potential, and achievement, and it is one of the major areas of concern for young people (Guichard, 2009; Guichard & Di Fabio, 2010)

• The guidance system has to involve all actors and stakeholders (policy makers, school teachers and professors, school associations, parents, and the business world) so young children, especially girls, will receive all the required information in order to make proper choices that will allow them to pursue successful careers and help them to be happy in their lives (Savickas, 2011)

� In the 21st century promotion of scientific talents is challenging (Brody, 2006; Chan et al., 2010; Maree, Elias, & Bar-On, 2009) both for individual and societal development (Heller, 2005; Subotnik & Rickoff, 2010; Di Fabio, in press)

� Importance of both

� enrichment program (as for example ACARISS project)

� guidance intervention (from information to guidance and to career counseling)

for promoting talents in the

scientific field

[email protected]@psico.unifi.it

THANK YOU FOR YOUR ATTENTION

Date post:	18-Oct-2014
Category:	Education
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S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabio

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